Birgit Eickelmann, Germany Ola Erstad, Norway Niki Davis, New Zealand KEYCIT, Potsdam, Germany

1. KEYCIT Workshop Tackling Educational Challenges in a Digitally Networked World: Strategies developed from the EDUsummIT2013 Research-informed strategies to address educational challenges in a digitally networked worldTowards New Systems of Schooling in the Digital Age Birgit Eickelmann, Germany Ola Erstad, Norway Niki Davis, New Zealand KEYCIT, Potsdam, Germany 4 July 2014

2. Aims of the TWG 1 in EDUsummIT 2013 ‘Towards New Systems of Schooling in the Digital Age ’ • Developing a research update and an update of new practices of using digital technology for schooling and new systems for schooling • Formulating future issues, questions, and concerns regarding the use of new forms of schooling in the digital age • Identify challenges and potentials to meet individualized learning and 21st century skills worldwide in the digital age focusing on the analysis of school systems

3. New forms of schooling - two essential questions as a shared base • Two essential questions as the shared base for the TGW1 • To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling? • How can research inform us about the potential of new forms of schooling with digital technologies? • Different perspectives • Institutions • Actors • Practices

4. Question 1:To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling? • Bottom-up process of developing new forms of schooling • through changing pedagogical practice in current schools • by policy makers and service providers • include teacher professional development and initial education • + emergent new forms of schooling • Sub-topics • What forms have emerged recently? • Informal/formal, online/offline ubiquitous for some • What planned impacts and unexpected consequences? • Identify cases, initiatives, research and development

5. Question 2:How can research inform us about the potential of new forms of schooling with digital technologies? • Comprises (meta-)knowledge about applying different/new technologies into schools, new organizations and networks • Diverse expertise to identify and critique • Stages of developing, implementing, and sustaining new forms • Includes new tools and increasing devices owned by student

6. Theoretical approach:Co-evolution of technology and pedagogy Dimensions of interacting ecologies that impact change: • Bureaucraticprocedures, standards and assurances • Professional development within and across schools and ITE • Services OER (Open Educational Resources) cloud based services. • Political - government policy (educational and technical) Davis, 2008; Zaka, 2012; Davis, Eickelmann & Zaka, 2013

7. Arena of Change with Digital Technologies in Education Services Political Global CPIT Web conference Nation C LMS Govt Region ePortfolio Ethnic & indigenous groups Lecture capture College/School Libraries Councils Regional ed. services Department Class Institutional services Cloud services Governance Publishers Regional institutions, inc schools OERu C C Govt Ed Dept Professional associations National centre(s) supporting education Funding council Unions Bureaucratic Professional S: Student T: Teaching staff A: Admin P: Parent etc. C: Governor etc OERu: Open Educational Resources university Innovation P A T T T T A S S S S S S S S S S

8. Needs and unresolved issues identified by TWG1 in 2013 • Facilitate personalization and student-centeredness • Integrate formal, non-formal and informal learning with ICT • Lack of teachers’ and policy makers’ access to and understanding • Lack of sustainable solutions combining new pedagogies & ICT • Need to open curricula to new approaches of schooling • Lack of support in traditional systems of schooling • Need for ICT infrastructure for students in poor areas/countries

9. Recommendations for researchers (2013) • Systematic reviews of literature and research including impact and effect conditions. • Develop further mixed methods approaches and good qualitative research • Make research accessible and understandable for schools and policy makers • Focus more research on new forms of schooling on: • Short term research where can inform further development • Longitudinal research focusing on long term and sustainable change with ICT • Exchange and facilitate research between countries

10. Recommendations for policy-makers (2013) • Acknowledge the co-evolution of ICT and pedagogies • Make education more flexible and effective • Inform yourself about new systems of schooling and recent approaches

11. Recommendations for practitoners (2013) • Develop and co-construct pedagogical knowledge about new forms of schooling, teaching and new environments. Exchange knowledge within and between schools • Move further away from content-orientation to student-centeredness; integrate informal and non-formal learning • Connect practice with research in order to develop concepts and strategies • Leave room for teachers to explore new approaches and back them up. Involve parents, administrations, and other key stakeholders from the beginning

12. Overall action plans (2013-2014) • Encourage technology-based personalization strategies and bring up best-practice and models for new forms of schooling. • Provide incentives for new forms of schooling, develop concepts how to sustain them right from the beginning. • Develop curricula towards new systems of schooling that integrate informal and formal learning. • Develop education and technology hand in hand (co-evolutionary) instead of only equip schools with technology. • Plan for EDUsummIT 2015 including research and development

13. Thankyouforyour time! • Birgit Eickelmann • University of Paderborn, Germany • birgit.eickelmann@uni-paderborn.de • Ola Erstad • University of Oslo, Norway • ola.erstad@ped.uio.no • NikiDavis • University of Canterbury, New Zealand • niki.davis@canterbury.ac.nz

14. Examples for new systems of schooling in the digital age • Norway: Laptop program in secondary schools and Learning Networks’ program • Development of new models for schools using networking as an approach • 10-11 schools (= one network) on different levels working together to build sustainable development and strategies for change • Korea: New forms of schooling with technologies resulting from cross national PISA evaluations.

15. Examples for new systems of schooling in the digital age • USA • Flipped classrooms to re-think schooling and meet individualized learning • Use of learning videos and group course learning in huge classrooms • Teachers support individuals and groups rather than organizing lessons • Khan Academy (online educational resource): extensive video library, interactive challenges, and assessments using learning videos in different subjects   • New Zealand: Distance learning and networked e-learning classes, sometimes called virtual schooling

16. BYOD, OER and MOOCs asexamples • BYOD (bring your own device): policy of permitting students to bring devices to encourage usage • OER (Open educational resources): Freely accessible, openly licensed documents and media useful for teaching, learning, educational, assessment, and research purposes • MOOCs (Massive Open Online Courses): Online courses aim at large-scale open access via the web (interactive participation is partly included), draw on traditional course materials such as videos, readings, and problem sets, provide interactive user forums that help build a teacher-learner-community, provide interactive assessment, e.g. exams and quizzes